According to Wilson (2009), roles describe functions of teachers. These could include: planning and preparation for the running of the class; designing different and interesting ways to deliver the lesson; assessing (evaluating) the impact of the learning and whether it has been transferred to the learner; maintaining a safe teaching/learning environment; marking the work of learners; giving constructive feedback; and record keeping. There is more detail on the types of records teachers need to maintain in the attached learning pack under ‘Teaching/training cycle’. As well as compliance with legislation and regulations i.e. Health and Safety and those of awarding bodies regarding standards of work or teaching (where there is no room for negotiation), ground rules can be created in a variety of ways i.e.
They are aware of the current state of the school and are key in launching new initiatives that can motivate the whole school and keep track of these initiatives once implemented. Teachers Teachers are responsible for educating the children in their care, they play an important role in nurturing pupils intellectual and social development. A teacher - Prepares and delivers lessons that cater a wide range of abilities. Records and monitors the progression of students. Ensures interest in learning through enthusiastic and motivational presentations of lessons.
In this respect, the ultimate aim is to enable learners to understand how to take responsibility for their own development. Teachers can do this by planning and preparing teaching and learning activities that take account of the needs and well-being of individual learners as well as groups of learners. Some key aspects of a role as a teacher may be: carrying out initial and/or diagnostic assessments; clear communication with your learners, other professionals and stakeholders; promoting appropriate behaviour and respect for others; identifying and meeting individual learners’ needs; being aware of the support mechanisms available; being organised; being reflective, which means learning from successes as well as mistakes. What are my responsibilities as a teacher? As a teacher, my primary responsibility is to ensure that learners are enrolled onto the correct course, in terms of meeting their needs, abilities and aspirations.
The last essential right a teacher has in the classroom is to receive help and cooperation from parents and administrators when it is needed. To parallel Teacher rights the Students also have essential rights under the assertive discipline model. Students have the right to have teachers who help limit inappropriate, self-destructive behavior, and the right to know and choose how to behave knowing of the consequences of their behavior will automatically bring. In a classroom that follows the assertive discipline model the fore mentions rights are carried out and applied by three major strategy components used by the teacher; rules, positive recognition, and consequences. According to this model students need limits that will guarantee their and other students’ rights.
Rules and procedures have to be enforced regularly so that students are aware of what needs to be done so that they are productive and engaged every day. Some teachers have a mind set of knowing what is going on throughout the classroom, which is known as withitness (Ormrod, 2009). With each of these issues addressed and properly in place, students can succeed in their learning environment. When teachers acquire their classroom, the class arrangement is the first issue that is addressed. The class arrangement leads to a productive learning environment by informing and engaging the child.
At some point you may be asked to work alongside the teacher with their long term plans and activities for the week .PPA may be set aside for this. Following the teaching session the TA and class teacher should reflect on the effectiveness of the teaching and learning activities and the success of the LO. When evaluation is done you must look at whether the children you are working with are able to meet the Lo through the task presented. Below are two tables stage of planning and role of teacher: Page 159 supporting teaching
Question 2: Evaluate own roles and responsibilities in the lifelong learning sector. Review your roles and responsibilities in identifying and meeting the needs of learners Answer: The role of a teacher in the lifelong learning sector should be to meet the needs of the learner, the organisation and the needs of regulatory bodies. However, the bulk of the role of a teacher in lifelong learning rests on meeting the needs of the learner which borders on playing the role of a learning facilitator. By doing this, the tutor will enable learners to successfully achieve their goals. To better understand this aspect of the role of the teacher, one would have to understand the teaching and learning cycle The teaching and learning cycle The teaching and learning cycle enables training to be effective if all the stages in the cycle if followed through.
Formative Assessment in tracking learner progress Formative assessment (assessment for learning) is engaged during a course or programme. This is the type of assessment used and it allows teachers to adjust targets and objectives to suit the student until they develop skills and become more confident. Formative assessment is usually informal (Formative informal) and can take place at any time during the teaching and learning process. Feedback from formative assessment will be beneficial to both student and teacher as it not only allows the student to recognize their success and look at areas for development but it allows the teacher to evaluate the effectiveness of their teaching and look to improve on future sessions. Formative assessment is often seen as being motivational as it can be seen as a review rather than an assessment.
One most important tip is for teachers should educate themselves and learn as much as they can about intellectual disabilities. There are some techniques and strategies that teachers can also use to support children educationally. First teachers must recognize that they can make a difference in student’ lives by finding out what their strengths and interests are, focus on them, and create opportunities for success. Teachers must also be concrete as possible by demonstrating what they mean rather than giving directions verbally and tasks that are longer in steps should be broken down into smaller steps and provide assistance when necessary. As it relates to student skills, teachers should teach life skills such as social skills and occupational awareness and exploration by involving students in group or club activities.
Teaching for me is an opportunity to invest in the future. I believe students are agents of change, and in order for them to succeed and lead this society, teachers need to teach social responsibility, to teach community, and to empower students to take charge of their learning, not only in school but in lifelong learning contexts as well. The first part of my teaching philosophy is a desire that students will be responsible in a classroom, in their communities, and in the world. This happens when students have responsibilities within a classroom and are taught how to make good choices. In order for students to understand various responsibilities, they will need to learn how to determine these responsibilities by analyzing internal and external factors to self and the world.